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Rescooped by Shona Whyte from Education et TICE onto TELT |
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Plutôt que de répondre à la question: "Pourquoi est-ce que j'utilise les TICE?" je préfère répondre à la question: "Comment est-ce que j'utilise les TICE?"
Il me semble qu'en présentant les différents outils et leurs rôles pédagogiques dans mon cours, la réponse à la première question va émerger plus sûrement et plus concrètement que par un long discours pétri de bonnes intentions
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Via Phil Chappell Delete the scoop?
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This article is a personal view of the application of research on vocabulary to teaching and how there are three different types or categories of relationship between that research and the teaching to which it is applied: first, where the research is not applied or not applied well, second, where it is reasonably well applied, and third, where it is over-applied. For each of these three categories, I look at what I consider to be the most important areas of research and suggest why they fit into that category. The topics covered include planning vocabulary courses, distinguishing high frequency and low frequency words, extensive reading, the deliberate learning of vocabulary, academic vocabulary and vocabulary teaching.
Shona Whyte's insight:
Here are my bullet points from reading this article which summarises recent research into L2 vocabulary acquisition for language teachers.
- there two types of vocabulary: high frequency and low frequency (Zipf's law - there is no middle ground). ESL learners need to meet high frequency words often, and learn strategies to tackle low frequency words
- extensive (rather than intensive) reading with graded readers works for high frequency words; learners can be encouraged in this if initial class time is devoted to a "proper extensive reading program" (p. 532)
- bilingual word cards - "deliberate decontextualised rote learning of vocabulary" - is effective for long-term learning and acquisition of implicit knowledge (p. 533) though should be viewed as a "support" rather than an "alternative to communicative learning"
- although deliberate learning is effective, deliberate teaching does not mean deliberate learning - studies often show less than half of taught words were learned via vocabulary exercises
Nation recommends paying attention to vocabulary learning via extensive graded reading and independent learning with bilingual word cards, rather than devoting class time to intensive reading and vocabulary exercises.
He recommends this research paper: Elgort, I. (2011). Deliberate learning and vocabulary acquisition in a second language. Language Learning, 61.2, 367–413.
and this website: The Compleat Lexical Tutor http://www.lextutor.ca/ Delete the scoop?
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Aaron G Myers presents an annotated list of posts by language learning bloggers which he found inspirational in 2012. 
Shona Whyte's curator insight,
December 19, 2012 10:31 AM
During a week of phonetics orals for EFL students at my university, it's nice to see more ideas to help learners get out there and make progress ... Delete the scoop?
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Choose a topic and improve your listening skills!
Shona Whyte: The California Distance Learning Project created these resources, allowing adult learners to read and listen to texts, and complete additional exercises. Via anglaiscapes2012, Shona Whyte Delete the scoop?
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Shona Whyte A nice overview page on 4 theories of learning. [The instructional design wiki was created by the summer 2011 class of CI484 at University of Illinois-Urbana as part of the Curriculum, Technology and Educational Reform (CTER) Master's program]
Via Ana Cristina Pratas Delete the scoop?
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"Download free language lessons. Collection features audio lessons in 40 languages including Spanish, English, French, German, Italian, Mandarin, Arabic..." Delete the scoop?
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"Mihaly Csikszentmihalyi, Ph.D., psychologist and author of the book, Flow: The Psychology of Optimal Experience, describes what schools and parents can do to promote optimal learning experiences."
Shona Whyte: What about teaching and learning foreign languages? Can teachers create contexts for flow in the language classroom? What would flow look like for language learners? Would they learn better? Delete the scoop?
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Shona Whyte:
4 experienced ELT professionals working in Asia (teaching, researching, writing materials) have this interesting site on the neuroscience of learning and teaching languages. Watch presentations, read some background, explore ideas on learning and communication. Delete the scoop?
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Arguments in favour of learning foreign languages, with references, from the Centre for Languages, Linguistics and Area Studies at the University of Southampton. Delete the scoop?
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High heid yin of British e-learning Donald Clark takes a look at
"the people who shaped learning theory and practice over the centuries. They have all played a role in shaping (some mis-shaping) the learning landscape. Our theorists are major thinkers who have reflected on the large-scale issues around learning and education. The practitioners have more direct relevance, as their advice is wholly relevant to the design of e-learning programmes."
Language teachers may also be interested in linking the general theories to language-specific concepts and illustrations from the language classroom: http://unt.unice.fr/uoh/learn_teach_FL/ Delete the scoop?
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Connecting with other learners can always be a useful tool - and for language learning, connecting with native speakers of the target language is just about the best practice you can get. Via Yuly Asencion, Shona Whyte
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Direct link: http://www.palabea.com/ Delete the scoop?
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Worldwide ranking of the Top 100 Language Lovers 2012 including a short blog description and a link to every language lover. Delete the scoop?
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12 Principles Of Mobile Learning...Another from TeachThought, which is becoming a real go-to site for direct ideas. This one is one mobile learning, and what learning looks like and what if can afford.
Design Driver: Users, Devices, Learning, Ecology Via GBS Digital Learning Pilot, Carla Arena, Mark Pegrum
Shona Whyte's insight:
Asynchronous, self-actuated, playful ... why mobile learning outdoes the traditional classroom
Alfredo Corell's curator insight,
December 15, 2012 7:11 PM
Mobile Learning is about self-actuated personalization. As learning practices and technology tools change, mobile learning itself will continue to evolve. For 2013, the focus is on a variety of challenges, from how learners access content to how the idea of a “curriculum” is defined. Technology like tablets PCs, apps, and access to broadband internet are lubricating the shift to mobile learning, but a truly immersive mobile learning environment goes beyond the tools for learning to the lives and communities valued by each individual learner. Delete the scoop?
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Shona Whyte: Paul Nation has a huge number of publications on vocabulary, particularly in relation to second language learning and teaching. Many of the older articles are available for free download. Delete the scoop?
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Four approaches to teaching and learning languages are presented first in terms of general learning and then with respect to language-specific theories. The resource is relevant to undergraduate and graduate students of foreign languages and/or linguistics and may be used in pre- or in-service training of language teachers at all levels (primary, secondary, university). Major figures and key concepts are presented for each theory, and learning activities are proposed throughout, including illustrations from the second language classroom. Comprehension of the material can be checked via quizzes and reflective activities, and a timeline affords a chronological overview of the resource. Delete the scoop?
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Shona Whyte:
Leslie M-B is assistant professor of history in Idaho and has this thought-provoking post on using collaborative digital projects to improve the teaching and learning of history: "To move beyond the era of content standards, we need to acknowledge—and convey to our teacher candidates—that one need not be an expert in a content area in order to teach it. We already see this attitude in English classes, where the literary canon has been in flux for some time. As an English teacher, I wouldn’t need to be an acknowledged expert on, or even a specialist in, Huckleberry Finn to teach it to junior high school students. Instead, I’d need to know how a novel works; I’d need to know how plot, characters, conflict, and other literary devices combine. Knowing the history is necessary, too, but information about what was going on in the U.S. at the time Twain wrote his novel is only an internet search away. I need not have learned it at some fixed point way back in tenth grade and filed it away until I required it in my own classroom teaching." Much of this is of course directly applicable to the language classroom. Via Robin Good 
Pauline Farrell's curator insight,
February 10, 1:24 AM
student wikepedia has to be the future where instead of passively reading they actively research and contribute to their learning PLN... We have started but have so much more to go 
Mary Perfitt-Nelson's curator insight,
February 14, 7:36 AM
Wonmderful article. Peter's response is deep! Read it! Delete the scoop?
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Shona Whyte:
Which languages are hardest for English speakers to learn? Why? How long will it take you to learn? Delete the scoop?
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An example of the second language acquisition concept of "noticing," where learners see a gap between their own interlanguage and the target language, or come to understand a new target language feature.
This university learner also talks about her learning strategies for translation between two foreign languages, and how they developed over time. Delete the scoop?
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New site for language learning: videos, articles, exercises. Specify your native language and choose from Spanish, Italian, and one or two more. Delete the scoop?
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Celia Guerrieri, enseignante de français dans l'Académie de Nice, explique l'évolution de sa pratique de classe à l'aide des outils TICE : traitement de texte, iPad, vidéoprojection avec feutre ... "un moyen mais pas une fin."